“The classroom is a microcosm of society. To truly understand how education can shape a society’s progress you have to look into real-world factors which shape how students live and learn.” - Professor Anjum Halai.

Some of the most pressing problems in the field of human development are multi-faceted in nature, says Professor Anjum Halai, who currently serves as the University’s associate vice provost. She adds that since issues in areas such as education are shaped by a mix of individual and social influences, the most insightful research often incorporates a social sciences perspective. 

An alumna of the Institute for Educational Development, Professor Halai’s research focusses on the education systems of low-income countries. During her research career which has spanned Pakistan, Kenya, Tanzania and Uganda, and includes collaborative projects with universities in Canada and the UK; Professor Halai has explored how the nature of education systems as well as teaching and learning practices in developing countries can influence student performance. For example, her research assesses how social attitudes in the areas of language, gender and social conflict can impact how children perform in key subjects such as mathematics and science.

In this interview with e-News, Professor Halai speaks about her new position as associate vice provost, her plans to encourage interdisciplinary initiatives and her ongoing research projects. 

At AKU, our vision has always been centered on the potential of research and innovation to shape social change. As the University grows we hope to continue building on our reputation for excellence in research in the health sciences while also fostering research activity in the arts, social sciences and humanities.

Today our society is changing rapidly due to factors such as changing demographics, migration and the increasing role of technology in our lives. The effects of these big trends is having a profound impact on the developing world and raising new questions and problems which require inter-disciplinary research.  In this context, my vision is to create a culture where research in all disciplines and traditions is supported and celebrated including the health sciences.

I interpret ‘research culture’ as an environment where it is a norm to engage in questioning, critical thinking and analysis on the one hand and where there is respect for evidence.  A big challenge in this regard is our basic education system. Whether in Pakistan or in East African countries of Kenya, Tanzania and Uganda where AKU is largely working, the basic education system promotes transmission of knowledge and rote learning. It is this system that is the feeder to higher education.  

Deepening our research culture means that several strategies have to be employed. Our graduate teaching programs must espouse teaching approaches that go beyond the traditional lecture to include inquiry and problem solving as a key teaching strategy. Critique and debate on significant issues must be a norm - towards this end it is important for faculty, students and other research staff to participate in research symposia, conferences and discussions.  A good researcher is curious and asks questions and it is this habit of questioning that is the hallmark of a research culture.

My goal is to create bridges between disciplines so that researchers across our campuses in six countries can bring their expertise to studying complex social phenomena. Since we have campuses in various parts of the developing world there is great potential for comparative research and cross-country collaboration in such areas. 

We will also continue to support faculty, graduate students and research staff to engage in innovative research projects. 

We need to continue to find and inquire into issues of relevance to society and the communities around us. In that respect, our research focus is always in the process of renewal.

In certain areas such as the field of development we can use international frameworks such as the Sustainable Development Goals. They provide a systematic way to look at the multiple dimensions of social development issues and are a great tool for researchers interested in the linkages between different areas of development.

I recently concluded a multi-country study sponsored by UNICEF (United Nations Children’s Fund) and the UK’s Economic and Social Research Council to evaluate how education can be used as an instrument for building peace in society.

I’m currently working with researchers from Oxford University, UK, on a Tanzania-based study. We’re looking into how teachers use formative assessment to support students’ learning. Many studies into teaching and learning are based on western models that assume that all classrooms are organised in the same way. However, my study is based in Tanzania, in classrooms in informal settlements that have very large class sizes and so we’re keen to see how teachers keep students engaged in such different and challenging surroundings.

I take great pride in calling myself an IED alumna. I started my career as a school teacher and my master’s studies at IED Pakistan really helped me build the personal and professional skills I needed to become an education researcher. I went on to become the head of research at IED and worked for a number of years at IED East Africa, this experience is helping me in my current role in spearheading research across the university.